No abstract

Multitouch Experiment Instructions (MEI) are interactive multimedia eBooks as a full-digital or Augmented Reality (AR) Instructions as a digital-augmented material for the individual promotion of learning while experimenting in chemistry lessons. They provide a digitized experimental instruction, which is made to support both cognitive weak and strong pupils in the sense of individualization. The aim of the MEI project is to improve pupil's self-regulated learning using a digitized experimental manual which is based to main results of didactic and scientific learning. Initial research results have shown that the presentation of information follows a structured learning process. To connect the promotion of self-regulated learning, digital competences and experimental skills an existing experiment "Characterization of Alkanes" has been digitalized as one Multitouch Experiment Instruction.

Multitouch Learning Books (short: MLB) are digital interactive E-Books that can be used in class enriched with individual tools. Due to their multifunctionality, they offer an excellent framework for integrating further didactic functions exceeding the role of a learning companion. In this study a Multitouch Learning Book was developed which contains all three didactic functions of ICT (Information and Communication Technology). The MLB provides the digital framework for the series of lessons and accompanies the entire learning process. Learning tools include isolated applications, Augmented Reality and measured data logging, which fulfills the didactic function of an experimental tool. The topic "galvanic cell" was implemented and tested in two different classes. The intervention resulted in unanimously positive feedback from teachers and pupils alike

Multitouch experiment instructions (MEIs), implemented as interactive eBooks, are learning tools for pupils that offer various digital support tools and enable pupils to individualize their learning. They may be applied to contexts such as inquirybased experiments in school laboratories, which involve highly demanding cognitive processes and require a high level of self-regulation. Self-regulation has been shown to be reliably promoted by interventions which include the targeted training of selfregulation strategies. A MEI was designed as an interactive eBook on experiments on the topic "Analysis of Cola", suitable for an inquiry-based learning environment such as a school lab. The MEI's potential to promote self-regulated learning was investigated by comparing it to a MEI with digital, integrated self-regulation training. The data revealed a significant increase of self-regulation in the control group, which consisted of pupils experimenting with the MEI on its own, and one experimental group, which included pupils that were supported by the MEI with an additional self-regulation training. It can be assumed that the MEI's ability to promote self-regulated learning is comparable to the results achieved by an additional self-regulation training which explicitly addressed self-regulation strategies. This highlights the MEI's potential to promote self-regulated learning in an indirect approach.

Models are essential in science and therefore in scientific literacy. Therefore, pupils need to attain competency in the appropriate use of models. This so-called model–methodical competence distinguishes between model competence (the conceptual part) and modelling competence (the procedural part), wherefrom a definition follows a general overview of the concept of models in this article. Based on this, modelling processes enable the promotion of the modelling competence. In this context, two established approaches mainly applied in other disciplines (biology and mathematics) and a survey among chemistry teachers and employees of chemistry education departments (N = 98) form the starting point for developing a chemistry modelling process. The article concludes with a description of the developed modelling process, which by its design, provides an opportunity to develop students’ modelling competence.